ࡱ> ]_\ d.bjbj22 JPkPk%h h ++1&i u((((4!)<^5 ])L))))*<** 5555555~7 :P5+*****5/++))5///*L+)+) 4/*5//V3|++3Ki(J.3 3$.50^530p:/p:3/W3***d((h :   Education 217B Cognitive Development and Education: An introduction Winter, 2009 Seminar meets Wed, 1pm-5pm, Moore 3140 Professor Noel Enyedy  HYPERLINK mailto:Enyedy@gseis.ucla.edu enyedy@gseis.ucla.edu (310) 206-6271 2323 Moore/101 UES For course info see:  HYPERLINK http://www.gseis.ucla.edu/faculty/enyedy/ed217b.html http://www.gseis.ucla.edu/faculty/enyedy/courses.html Office Hours: Wed 12-1 @ Moore 2323 or by appointment This seminar will introduce and compare Piagets and Vygotskys frameworks for the analysis of cognitive developmenttwo influential theorists whos ideas lay the foundations for much of the education/ learning sciences literature today. Readings will include excerpted sections from Piagets lectures and articles, Ginsburg & Oppers Piagets Theory of Intellectual Development, Vygotskys Mind in Society, and many articles discussing and extending Piaget and Vygotsky's ideas. This course deals with these two theories in depth, and will be geared towards understanding the big ideas of these two influential theorists. Required Text: Most of the texts will be available in PDF format Requirements Weekly post (10% of grade). A minimum of one post must be posted to the class list-serve Monday by noon. The post may be a question, reflection, or a response to your classmates. Posts should be long enough to get into a substantive issue (at least 1/2 a page). You may occasionally use your post to follow up a post from the previous week or re-visit an issue that was raised in the previous class, but the primary goal is to promote reflection on the readings prior to our discussion. Class list-serve: To subscribe users should send a blank message to:  HYPERLINK "mailto:cogdev-on@lists.gseis.ucla.edu" cogdev-on@lists.gseis.ucla.edu You must confirm using the same e-mail account! To send a message to the class:  HYPERLINK "mailto:cogdev@lists.gseis.ucla.edu" cogdev@lists.gseis.ucla.edu 2) Participation in class discussions and activities (20% of grade) The quality of this seminar is dependent upon your active participation. Much of the reading is difficult and will require serious study. Please share your interpretations and interpretive difficulties with me and your peers throughout the seminar both in class and using the list-serve (both mediums will count separately towards your grade). Posting to the list serve is not meant to replace face-to-face interaction and discussion. It is meant to start discussion and reflection prior to class. 3) Two assignments (10% of grade, each): Observation and write up from Piagetian perspective (Feb 4 ) Observation and write up from Vygotskian perspective (Feb 25) 4) Final paper (50% of grade). The final paper (10-20 pages) must be written and formatted according to APA guidelines. (Due March 18) Your paper may be one of two types: (a) an educational applications paper or (b) a theory paper. The applications paper must extend selected syllabus readings to a problem in educational practice. The theory paper must be an exposition and/or critique of constructs within or across theoretical formulations linked to the readings. The written format for all papers must conform to the Publication Manual of the American Psychological Association. CALENDAR Week 1: INTRODUCTION TO THEORIES OF COGNITIVE DEVELOPMENT Required Readings No required reading for this session. Lecture/discussion/video/activities 1. Review of the syllabus 2. Student introductions 3. The concept of "cognitive development" Learning v. development Mechanisms for development Primacy of the individual or the social 4. Introductory remarks about Piaget's theory for next week's readings 5. Watch Piagetian tasks on film Week 2 Piaget part 1 (Birth Through 11 Years) Required Readings Sfard, A. (1998). On two metaphors for learning and on the dangers of choosing just one. Educational Researcher, 27 (2), pp. 4-13 Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual development: An introduction. Third Edition. Englewood Cliffs, N.J.: Prentice-Hall. PAGES 26-68, & 113-180 Preview for next week Video of children solving Formal Operations tasks Week 3 Piaget part 2 (Formal Operations & Educational implications) Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual development: An introduction. Third Edition. Englewood Cliffs, N.J.: Prentice-Hall. (p. 181-256.) Piaget, J. (1983). Piagets theory. In Paul Mussen (Ed.), Carmichaels manual of child psychology (p. 703-732). New York, NY: John Wiley and Sons Inc. Ginsburg, H. P. (1988). Piaget and education: The contributions and limits of genetic epistemology, Cognitive development to adolescence: A reader. (pp. 243-259). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc. Goal for the day Summarize the big ideas and explore the educational implications Week 4 Neo-Piagetian research & educational implications revisited Mandler, J. (2004). The foundations of mind. Oxford, UK: Oxford University Press. pp. 1-58 & 147-200 Siegler, R. (1998). Childrens thinking (3rd Edition). Upper Saddle River, NJ: Prentice Hall, p. 51-100 & p. 212-246 Preview for next week Vygotskys Biography Week 5 Vygotsky part 1 ***Piagetian observation & write up due today John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3-4), 191-206. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA, USA: Harvard University Press. 58-77 Scibner, S. (1985). Vygotskys uses of history. In J. Wertsch (Ed.), Culture and communication: Vygotskian perspectives (pp. 119-145). New York: Cambridge University Press. Cole, M. (1996). Cultural Psychology. Cambridge, MA: Belknap Press. Pages 116-145. Preview for next week: Hidden Colors task & double stimulation Week 6 Vygotsky part 2 Vygotsky, L. (1978). Mind in society: The development of higher psychological processes, (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press (pages 1-131). Chaiklin, S. (2003). The Zone of Proximal Development in Vygotskys analysis of learning and Instruction. In A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.), Vygotskys educational theory in cultural context (pp. 39-64). Cambridge: Cambridge University Press. Goals/Activities: ZPD Week 7 Neo-Vygotskian research and educational implications Cole, M. and Engestrom, Y. (1993). A Cultural-historical Approach to Distributed Cognition. In G. Salomon (Ed.) Distributed Cogntitions: Psychological and Educational considerations, (pp. 47-87). New York, NY: Cambridge University Press Wells, G. (2000). Dialogic inquiry in education. In Lee, C. and Smagorinsky (Eds.) Vygotskian perspectives on literacy research, (p. 51-84). Cambridge, MA: Cambridge University Press. Putney, Green, Dixon, Duran, & Yeager (2000). Consequential Progressions. In Lee, C. and Smagorinsky (Eds.) Vygotskian perspectives on literacy research, (p. 86-126). Cambridge, MA: Cambridge University Press. Wertsch, J. ( 1979). The concept of activity in soviet psychology. New York, New York: Sharpe, Inc. Publisher. Pages 3-37 Week 8 Comparing Piaget & Vygotky: General Comparisons ***Vygotskian observation & write up due today Cole, M. and Wertsch, J. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39 (5) p. 250-256. Wertsch, J. V., & Penuel, W. R. (1999). The individual-society antinomy revisited: Productive tensions in theories of human development, communication, and education, Lev Vygotsky: Critical assessments: Vygotsky's theory, Vol. I. (pp. 339-359). Florence, KY, US: Taylor & Francis/Routledge. Matusov, E. and Hayes, R. (2000). Sociocultural critique of Piaget and Vygotsky. New Ideas in Psychology, 18, p. 215-239 Week 9 Specific Comparisons of Piaget and Vygotsky: Play, Peer Interaction and Cross-Cultural Research Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context, p.137-188. New York, NY, US: Oxford University Press. Piaget, J. (1976). The Necessity and Significance of Comparative research in Genetic Psychology. In The child and reality: Problems of genetic psychology. Middlesex: England, Penguin Books, p. 143-161. Saxe, G. (2004). Practices of quantification from a sociocultural perspective. In Demetriou & Raftopoulos (Eds.) Cognitive Developmental Change (pp. 241-263). Cambridge, UK: Cambridge University Press. Piaget, J (1976). Mastery Play. In Bruner, Jolly, & Sylva (Eds.), Play: Its role in development and evolution (p. 166-171). New York, NY: Basic Books, Inc. Re-visit Vygotsky, L. (1978). Mind in society: The development of higher psychological processes, (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press (Chapter 7 & 8). Nicolopoulou, A. (1993). Play, cognitive development, and the social world: Piaget, Vygotsky, and beyond. Human Development, 36(1), 1-23. Week 10 Atypical Development Hodapp, R. (1998). Development and disabilities: Intellectual, sensory, and motor impairments. Cambridge University Press: New York, NY. Pages 13-66. Gindis,Boris (1999). Vygotskys vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education 20 (6) p. 333-340. McDermott, R. (1993) The Acquisition of a child by a learning disability. In Chalkin & Lave (Eds.) Understanding Practice, p.269-305. London: Cambridge University Press. PAGE \# "'Page: '#' '" Page: 5 Biology and epistemology as two influential disciplines in Piagets work. 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